Additional language (L2) education has the potential to be an empowering space for students of a refugee background when it recognizes and builds on students’ existing linguistic, cultural, and epistemic repertoires. This chapter discusses the theoretical tenets of culturally sustaining pedagogy that support education to achieve these ethical goals. After situating culturally sustaining pedagogy in L2 education, this chapter gathers and presents the findings of a project based on a case study of adult Ukrainian refugees learning Icelandic as an L2 from a culturally sustaining pedagogy perspective. This chapter emphasizes the ways in which culturally sustaining pedagogy has promoted more meaningful experiential engagement with L2 teaching and learning, heritage language and identity maintenance, translanguaging, and a sense of autonomy in (L2) education. The chapter focuses on the emergence of a unique “drama club” designed by the refugees themselves to illustrate the convergence point between theory and practice. This case study strengthens the need and possibility to approach L2 education from creative, critical, and responsive ways in order to promote a sense of empowerment, resilience, and belonging for refugee students.